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Gerontology - 103 Applied Care Management in

Gerontological Practice Syllabus and Class Outline

Fall Semester 2017 Sacramento State University

CareManagement

Assessment,Planingand

CareMonitoring

TheBusinessofCare

ManagementClinicalIssues

ThePerson-Strengths-based

approaches

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California State University, Sacramento School of Social Sciences and Interdisciplinary Studies Gerontology Program GERO 103- Applied Care Management in Gerontological Practice

Fall Semester 2017, Thursdays 5:30 to 8:20. p.m. Location: AIRC 1009

Instructor: Nancy Schier Anzelmo M.S.G.

Office Phone: 916-708.4904 Email: anzelmoN@csus.edu

Office Hours: By Appointment - Benicia Hall Room 1015

Course Description: Applied Care Management in the arena of Gerontology is the analysis of issues, services, methods, and interventions related to "practice" with older adults and application of strategies for identifying and accessing services targeted for older adults and their families. Outcomes include understanding: unique characteristics/needs of elders; relationship of the systems approach to working with elders; issues affecting service delivery to this population (diversity, gender, ethics, special health and mental health needs); basic practice skills for effective service delivery to elders and families/caregivers; student's attitudes and roles when working with this population. Note: This is a service learning course, to provide a meaningful community service opportunity for both students and the older adult population residing in a senior residential community. Graded: Graded Student. Units: 3.0 Overview: This course is designed to acquaint students with various issues, services, methods, and interventions as they relate to practice with older adults. Topics of discussion and writing assignments will articulate and demonstrate strength-based care management skills and core values, understand interdisciplinary psychosocial evaluation and assessments, interpret and understand the validity and reliable tools used to assess and assist the older adult, practice the development of care plans based on best evidence/person-centered and directed care goals, describe effective advocacy and resources when collaborating with community agencies and differentiate formal/informal support systems.

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The course is an examination of the historical developments and social forces in American society, which has led to the current model of the case management paradigm. The class will look at aging from the perspective of the care management model and understanding the nature of care management in guiding practice from the position of professional services providers. This course is designed to: 1. Articulate student’s own awareness about the special responsibility in working with the older adult population. 2. Demonstrate the opportunity to become familiar with societal and personal attitudes toward older adults. 3. Demonstrate the multidisciplinary characteristics of placing Gerontological functions into practice. 4. Demonstrate the opportunity for structured reflection of the service experience and the relation to the course content.

COURSE OBJECTIVES: Demonstrate knowledge of defining characteristics in the generations/cohorts and the corresponding issues for care managers; After the completion of readings, discussion, and assignments the students will be able to: 1. Across the care spectrum, define the key factors involved in assessing, care

planning, and coordinating the needs of older adults. 2. Utilize the relationship of a systems approach to geriatric assessment. 3. Differentiate among the psychosocial boundaries to guide intervention issues with older adults. 4. Describe the range of basic practice skills needed for effective service delivery to older adults, families and their caregivers. 5. Identify the special issues that affect the delivery of services such as; diversity, ethics, special healthcare and mental health needs. 6. Integrate the academic content of the course with the service learning experience for practical application in the field of gerontology. Program Learning Outcomes: Upon the completion of the Gerontology Department of study the student will: 1. Demonstrate understanding of fundamental interdisciplinary evidence-based

knowledge, skills, values, and current trends as a basis for competent Gerontological practice. (1, 2, 5)

2. Demonstrate critical thinking when analyzing diverse and complex aging issues and outcomes for elders, families, and society from an interdisciplinary perspective that is grounded in the sciences, social sciences, and humanities. (1, 2, 3, 5)

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3. Synthesize and apply learned interdisciplinary theories and research in applied settings. (1,2, 3, 4, 5.)

4. Demonstrate social and cultural awareness, sensitivity, respect, and support of 5. multiple perspectives when interacting with others. (2, 3, 4, 5) 5. Exhibit personal and social responsibility, and ethical and professional behavior in all settings. (4, 5) 6. Exhibit effective use of basic communication (written, oral and interpersonal) skills and information technology needed in a global information society. (3, 4) Note: (the numbers relate to the five (5) Sacramento State Baccalaureate Learning Goals (2009). TEACHING STRATEGIES Discussion, lectures, videos, readings, case studies, Service Learning Project, reflective writing assignments, active participation/attendance, classroom case studies, and class group project. REQUIRED TEXTS Cress, C.J. (Ed.), (2017) Handbook of geriatric care management. 4th edition. Sudsbury, MA: Jones and Bartlett.

Self-Selected Evidence-based Research Journals. RECOMMENDED TEXT APA publication manual (6th ed) (2010). Washington DC: American Psychological Association. Assorted Evidence-based Research Journals - find and use ones pertinent to subject. WRITING STANDARD GUIDELINES AND RUBRIC All Gerontology Program Core Courses use the CSU Sacramento Advisory Standards for Writing. Please check out this helpful website (www.csus.edu/wac/rubric.stm) before, during and after you have written papers (following assignment requirements of course) in your courses. It will help you decide if you have written the level of paper you want to turn in. It is used along with any course grading rubrics to analyze your papers. PAPER FORMATTING All gerontology core courses use APA writing style for written papers. All papers (except in-class papers) must be typed and in APA format (use the APA Style manual (Publication Manual of the American Psychological Association 5th ed) in the book store or online and check out website www.apastyle.org click on Style Tips. You can also check the CSUS library site (www.library.csus.edu) or Gerontology Program site (www.csus.edu/gero). All in-class papers/assignments must be readable, to receive credit.

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CLASS REQUIREMENTS: A. Participation: Each student is expected to attend class on a regular basis and to actively participate in class discussions and classroom presentations and all in class activities. B. Students are expected to: 1. Interact with lecturer through the use of appropriate questions or prepared discussion items. 2. Read all assignments before the class session in which the material will be discussed during lecture. 3. Complete all reflective writing assignments in an ongoing journal for the service learning experience. Students will be given feedback concerning material presented in class in relation to the service-learning project or otherwise facilitated by a guest speaker. 4. Participate in group classroom assignments, Sac CT online assignments, service

learning component and case studies.

C. Evaluation Criteria

The following assignments need to be completed, will be evaluated by established objectives, and will determine the final grade:

Service Learning Hours/ Time Log 40 points Service Learning Journals on Sac CT (3) 60 points Research Paper-on Service Learning 100 points Classroom Case Studies and oral presentation 100 points Classroom Participation: Weekly readings, in class group work, attendance & classroom participation `100 points

Final Examination 100 points

Total: 500 points possible

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University standards for course grades: 93-100 A 90-93 A-

87-89 B+ 83-86 B 80-82 B- 77-79 C+ 73-76 C 70-72 C- 67-69 D+ 63-66 D 60-62 D- Below 59 F

** 73% or better on assignments are required for passing (in all Gerontology Major courses). ** All assignments are due and must be turned in before or at the beginning of class. Assignments must follow syllabus directions and include copy of the grading rubric or they will be returned unread/ungraded. RE-submission and completion of the assignment will not be more than 80%. ** On-line assignments need to be turned in no later than 5:00 p.m. on assigned date due. ** Points for assignments will only be given if turned in on time. No LATE assignments are accepted unless prior instructor approval in writing and are subjected to a 5-point per day deduction . Un-cleared late assignments will not be graded. ** All papers must be typed and use APA format, including Title Page.

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D. SERVICE LEARNING Assignment - INTERVIEWS This project is the service-learning component of the course requirement. Students will partner with another classmate and be assigned to the assisted living community (listed below) to complete the required service learning assignment. All students must complete the online service learning orientation at www.csus/CEConnect -Before meeting their elder partners. In addition, A cleared TB test and the HIPPA completion on Castlebranch The Chateau at Rivers Edge 641 Feature Dr, Sacramento, CA 95825 916-921-1970 • As part of the classroom participation requirement, students will be involved in actual interviews, and interactions with an assigned older adult to facilitate learning and discussion. Students will be assigned to an older adult resident, to interview and begin to implement the care management model. During the semester all students will complete the service-learning requirement for a minimum of 20 hours, in person, with an older adult to whom they are assigned as their semester partner. As well as volunteering for scheduled activities and special events in the community (upon prior approval from the Professor). • Classroom discussion with students will discuss appropriate updates, share triumphs or concerns that may have arisen in the implementation of the stated goals/priorities with their assigned partner and an assessment of needs and priorities as it relates to the care management experience. The use of the client’s strengths and an overall evaluation will be required as it relates to the content of the class.

Reflective Learner- Journal Assignment As a student service learner, the student combines meaningful community service and in class learning through a process of structured reflections. The Journal provides for personal reflection and a learning tool related to the service. The entry should be written from the point of view of the service learner and the service-learning recipient. All entries and experiences are confidential and the privacy of the individuals must be strictly adhered to and respected. To learn by experience requires a thoughtful reflection about the experience. This tool can assist in analysis and synthesis of readings and feelings about the older adult and your interaction. To be most effective, the journal is NOT meant to be a log of events, but rather a means to complete the following: an analysis of the activities the student and partner are accomplishing, record new experiences and learning, and the recognition of important events or issues related to gerontology, as well as the relation to the student’s stated learning objectives.

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Journal Entries Guidelines for Sac CT Online journal assignment:

• Your goal for the day’s visit, and a brief objective and a descriptive account of the visit.

• Your subjective account of the day related to critical thinking and an analysis of your experiences. (example: How does your experience relate to what you have learned in class and from the readings- cite)

• Outline the actions for your next contact based upon what you have learned in class. What other approaches have you determined to handle any situation that may arise.

• Outline the actions or techniques that worked for you, and what you will try again to reach your goal.

• Evaluation of the goal you set for the day’s visit, the achievements or disappointments encountered during the service learning experience.

Each student will complete three (3) reflective journal writings to post online on Sac CT by the assignment due date (20 points each). For each JOURNAL- please attach the Grading Rubric Sheet as the final page of your entry on or before the scheduled due date assignment. NO late assignments will be accepted unless prior written approval by instructor.

Reflective Writing Due Date Journal 1 9/28/17 by 5:00 pm Journal 2 10/12/17 by 5:00 pm Journal 3 11/2/17 by 5:00 pm (60 points total) Final Service Learning Assignment

Completed 20 hours and A signed Time Log by instructor Due 11/30/17 To be turned into the Office of the Community Engagement Center in the Library Room 4028

(40 points total)

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100 points Total The Initial First Interview Questions Requirements for the first Interview Use these questions as talking points for conducting your first interview. The questions should be utilized to write up your first interview section, in your online journal. You will be graded for the detail in each journal entry, following directions from the Reflective Learner instructions and all the other journals to follow. First journal section: (Intake & Assessment) The following outline will assist you in writing your journal and to reflect upon your service learning experience: § Whom did you interview? § How did they come to reside in Sacramento? § How old are they and were if they ever married? § What level of education did they finish? § What was their occupation? § How long have they lived in Sacramento, how long have they lived at

the retirement community? Do they have any family members living nearby?

§ What have been some of their more memorable experiences in growing older?

§ What have been some of their concerns regarding personal health? Health care insurance? Social Security? Pension benefits? Living on a fixed income?

§ What are their concerns about the future in terms of personal health, finances, distance to family members and maintaining personal interests?

§ Do they have any needs that remain unmet at this time? § Have they ever accessed any formal support networks in the past six

months? What is their present informal support network? § What words of wisdom do they have to share with younger people? § Determine what you think is the “presenting problem” for this

individual?

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RESEARCH PAPER - INTERVIEW WITH AN OLDER PERSON Students will interview their assigned partner for a minimum of 20 hours throughout the semester for the service-learning component and as a practicum. The student will write a research paper based upon the interview outcomes, the care management model, and applicable research articles to support the care management process. The comprehensive knowledge gathered over the course of the semester will be reflective in the research paper. The APA research paper should be outlined by using the following topic headings as the format and defined by the use of the Schematic Care Management Model of Intervention.

100 points Total Use the following sections as APA format topic headings for the research paper. ~Identify history & background of the older adult. ~Identify problems & issues ~Identify strengths & limitations ~Develop an assessment of possible service needs & priorities ~Develop a proposed plan and goal setting objectives ~Intervention and resource linking ~Evaluate and summarize the outcome of set goals

Write a 4-5-page research supported term paper, type written, and double-spaced with a minimum of 5 peer reviewed research articles to be used as references. The two course textbooks may be used as a reference source when applicable. The format of the paper must be in the proper APA style. All Internet based references must be copied and included with the reference page. If the Internet articles are not included with the paper, 10 points will be immediately deducted. Attach Grading Rubric Grade Sheet at end of research paper. The celebration class party will be held at the Rivers Edge Retirement Community on November 16, 2017

at 5:30 pm The paper is DUE at the beginning of the class.

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CASE STUDIES: Selected from the textbook weekly readings: Students are required to be in class for case study group exercises in class and present one oral and power point presentation in student selected small groups for an assigned case study to the class. Based on information in the case study, the student will write a short assessment and design an appropriate care plan based on client's needs. Present the case study on the assigned day, and be prepared to complete a case study in class. (20 points each) One oral group presentation and selected unannounced classroom case studies for a total of 100 points for case studies. Each case study assignment will complete the following protocol: 1. Use the client’s strengths to assist in the process of designing a care plan

for client. State two (2) goals, or action item to remedy (such as connecting the client with a formal and informal support), and (1) proposed outcome you would strive to attain for the client.

2. Discuss a therapeutic goal the care manager may be successful in

implementing with the client. Discuss the significance of implementing the goal.

3. Connect and cite to readings/class lecture material. 4. List three (3) of the common challenges and a "Strength-Based approach"

based upon the situation of the client. 5. What ideas/concepts did you gain by this case study that can assist you

with your older adult partner at the senior housing community? No Late assignments will be accepted, even if you miss a class. Please attach the Case Study Grading Rubric Sheet to the assignment.

• Oral Presentation Case Studies will be assigned during the first 2 weeks of class. .

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• In class case studies will be given on unannounced days during the class lecture. 100 Points Total

Final Examination There will be a final. The comprehensive Take Home final examination will incorporate the course material for the entire semester. The test can include multiple choice, short answers. 100 points total. Make-up examinations will be conducted only with the instructor’s approval. Only an excuse of either health or an emergency will be excused. Documentation will be required. CLASSROOM RULES: SERVICESFORSTUDENTSWITHDISABILITIEShttp://www.csus.edu/sswd/

It is the responsibility of students with disabilities to self-identify and request needed disability-related accommodations in a timely manner by contacting the SSWD office. The office is open Monday to Friday from 8:00 a.m. - 5:00 p.m. All matters related to students with disabilities are treated as CONFIDENTIAL. Students are strongly encouraged to request accommodations as early as possible since it can take several weeks or more to facilitate requests. Students should communicate with professors regarding approved accommodations early to help contribute to success in their courses. Location: Lassen Hall Room 1008 / Phone: (916) 278-6955 / (916) 278-7239 TTY INTERNET ETIQUETTE Written words in emails and online communication an be interpreted differently than the author’s intended message. Please be respectful in your written communication. Further information on internet communication can be found at http://imet.csus.edu/imet3/lori/iknow/email.html Online Component: This course uses Sac CT for its online component. Access of Sac CT is through the main CSUS home page portal and requires use of the student’s Sac Link ID and password. Tutorials are available on the course site. Students are expected to use email, discussion and look for announcements throughout this course weekly. Online assignments will be sent to the appropriate folder by the time designated on the Assignments-at-a-Glance Outline. DEFINITIONS OF ACADEMIC DISHONESTY Please refer to University Website: www.csus.edu/umanual/AcademicHonestyPolicyandProcedures.htm

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CHEATING. At CSUS, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at CSUS includes but is not limited to: 1. Copying, in part or in whole, from another’s test or other evaluation instrument; 2. Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid of writing the exam not permitted by the instructor; 3. Submitting work previously graded in another course unless doing so has been approved by the course instructor or by department policy.

4. Submitting work simultaneously presented in more than one course, unless doing so has been approved by the respective course instructors or by the department policies of the respective departments. 5. Altering or interfering with grading or grading instructions; 6. Sitting for an examination by a surrogate, or as a surrogate; 7. Any other act committed by a student in the course of his or her academic work that defrauds or misrepresents, including aiding or abetting in any of the actions defined above. PLAGIARISM: Plagiarism is a form of cheating. At CSUS plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person’s contribution. Regardless of the means of appropriation, incorporation of another’s work into one’s own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at CSUS includes but is not limited to: 1. The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence, copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another’s work as one’s own) and failure to include quotation marks on material that is otherwise acknowledged; and 2. Representing as one’s own another’s artistic or scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works. USE OF TECHNOLOGY IN THE CLASSROOM Students may use audio/video recording devices for the purpose of recording lectures ONLY with specific permission of each individual faculty member in the course. Faculty reserve the right to refuse permission to audio/video record. Students who are permitted to audio/video record lectures may only do so for personal use in study and preparation related to the class and must destroy any

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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. Faculty reserve the right to refuse permission to use computers in the classroom if such use becomes disruptive to other students or the faculty member. WRITING STANDARD GUIDELINES AND RUBRIC All Gerontology Program Core Courses use the CSU Sacramento Advisory Standards for Writing. Please check out this helpful website (www.csus.edu/wac/rubric.stm) before, during and after you have written papers (following assignment requirements of course) in your courses. It will help you decide if you have written the level of paper you want to turn in. It is used along with any course grading rubrics to analyze your papers.

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Gerontology Core Competencies These Gerontology competencies were developed and approved by the Association for Gerontology and Geriatrics in Higher Education (2014).

CATEGORYI:FoundationalCompetenciestoAllFieldsofGerontology-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/Life course perspectives to appreciate age over time in relation:

• To the human life cycle and stages of growth and development within the social context

• To life transitions and adaptive resources • To the historical context of cohorts • To age, gender, race and SES within social

environments I.1.2 Distinguish concepts and theories of aging from a bio-psycho-social framework.

I.1.3 Synthesize bio-psycho-social understanding of aging to build a Gerontological knowledge foundation.

I.1.4 Interpret the Gerontological frameworks in relation- ship to aspects and problems of aging persons, their families, their environment and communities.

BIOLOGICAL ASPECTS OF AGING

I.2 Relate biological theory and science to under- standing senescence, longevity and variation in aging.

I.2.1 Distinguish normal biological aging changes from pathology including genetic factors.

I.2.2 Identify major cell-and organ-level systems changes with age. I.2.3 Recognize opportunities of reversibility and mutability in later

life (e.g. frailty syndromes) and the plasticity of the human brain and body.

I.2.4 Recognize common late-life syndromes and diseases and their related bio-psycho-social risk and protective factors.

I.2.5 Identify the implications of biomedical discoveries on individuals and society.

I.2.6 Synthesize biological with other Gerontological ways of understanding human aging:

• Psychological • Sociological • Humanities

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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

PSYCHOLOGICAL ASPECTS OF AGING

I.3 Relate psychological theories and science

to understanding adaptation, stability and change in aging.

I.3. 1.3.1 Describe human growth and development across the lifespan/course including late life outcomes such as life satisfaction, coping and adaptation.

I.3.2 Recognize normal age changes in intelligence and cognitive abilities including those that may impact late-life functioning.

I.3.3 Demonstrate knowledge of signs, symptoms and impact of common cognitive and mental health problems in late life (e.g., dementia, depression, grief, anxiety).

I.3.4 Recognize older persons’ potential for wisdom, creativity, life satisfaction, resilience, generativity, vital involvement and meaningful engagement.

I.3.5 Synthesize psychological with other Gerontological ways of understanding human aging: • Biological • Sociological • Humanities

SOCIAL ASPECTS OF

AGING

I.4 Relate social theories and science of aging to understanding heterogeneity, inequality and context of aging.

I.4.1 Appreciate the diversity of the older population based on:

• Age • Functioning • Gender • Culture • Language • Religion • Immigration status • Sexual orientation • Other variables

I.4.2 Assess the impact of inequality on individual and group life opportunities throughout the lifespan/ course impacting late-life outcomes.

I.4.3 Appraise the changing dynamics of contemporary multigenerational families and their impact on social solidarity and interdependence.

I.4.4 Describe the changing population profile of: your state/ province, nation.

I.4.5 Contrast aging demographics globally among develop- op-ed 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

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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

THE HUMANITIES AND AGING

I.5 Develop

comprehensive and meaningful concepts, definitions and measures for well-being of older adults and their families, grounded in Humanities and Arts.

1.5.1 Identify conceptual domains explored in

Humanities and Arts, as essential to understanding the experience of old age:

• Time • Perspective • Vitality • Meaning • Relationship • Attention

1.5.2 Integrate humanities and arts-based understanding of aging into models of Gerontological practice and policy.

1.5.3 Acknowledge and promote unique contributions older adults can make to the social environment.

1.5.4 Integrate humanistic and artistic understanding with other ways of understanding human aging:

• Biological • Sociological • Psychological

RESEARCH AND

CRITICAL THINKING

I.6 Distinguish factors related to

aging outcomes, both intrinsic and contextual, through critical thinking and empirical research.

I.6.1 Identify and explain research methodologies, interpret-

station’s 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.

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CATEGORYII:InteractionalCompetenciesAcrossFieldsofGerontology-Recommended

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

ATTITUDES AND PERSPECTIVES

II.1. Develop a

Gerontological perspective through knowledge and self-reflection.

II.1.1 Critique and analyze assumptions, stereotyping,

prejudice, and discrimination related to age (ageism) at both:

• Personal and • Public levels

II.1.2 Relate the historical context of the field of gerontology and the evolving roles in:

• Research • Education • Commerce • Programs & services • Policy

II.1.3 Assess and reflect on one’s work in order to continuously learn and improve outcomes for older persons.

ETHICS AND PROFESSIONAL STANDARDS

II.2. Adhere to ethical

principles to guide work with and on behalf of older persons.

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

and meaningful self-determination. II.2.2 Respect interdependence of individuals of all

ages and abilities.

II.2.3 Respect cultural values and diversity. II.2.4 Protect older persons from elder abuse of all types:

• Utilize programs and policies that address elder mistreatment and abuse:

• Mandatory legal reporting

II.2.5 Recognize ethical standards and professional practices in all phases of work and research with and on behalf of older persons including but not limited to the following: • Informed consent • Confidentiality • Beneficence • Non-malfeasance • Honesty and Integrity

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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

COMMUNICATION WITH AND ON BEHALF OF OLDER PERSONS

II.3. Engage, through effective communication older per- sons, their families and the community, in personal and public issues in aging.

II.3.1 Establish rapport and sustain working relationships with

older persons, their families and caregivers. II.3.2 Listen and actively engage in problem solving to

develop research, pro- grams and policies with key stakeholders including: • Older persons • Their families • Caregivers • Communities • Researchers • Policymakers

II.3.3 Advocate for and develop effective programs to promote the well-being of older persons.

II.3.4 Demonstrate effective means to overcome challenges to communicating effectively with persons as they age including: • Sensory deficits • Disabilities • Medical conditions

II.3.5 Apply and teach caregivers communication techniques to research and practice for elders with dementia.

II.3.6 Use tools and technology to improve and enhance communication with and on behalf of older persons, their families, caregivers and communities.

II.3.7 Consider heterogeneity in addressing communication styles and promoting the preferences of older persons including: • Cultural • Racial/ethnic • Cohort • SES • Health literacy • Sexual preference • Immigration status • Geographical location

II.3.8 Analyze how older individuals are portrayed in public media and advocate for more accurate depictions of the diverse older population using research based publications and multi-media dissemination methods.

II.3.9 Develop and disseminate educational materials to increase accurate information regarding older persons and older person services.

II.3.10 Inform the public of the spectrum of aging services that provide older persons with: • Preventive • Treatment • Supportive programs

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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

INTERDISCIPLINARY AND COMMUNITY COLLABORATION

II.4. Engage

collaboratively with others to promote integrated approaches to aging.

II.4.1 Perform and promote the roles of the gerontologist in

collaborative work on behalf of older persons. II.4.2 Respect and integrate knowledge from disciplines

needed to provide comprehensive care to older persons and their families.

II.4.3 Develop interdisciplinary and community collaborations on behalf of the older population in:

• Research • Policy • Provision of supports, services and opportunities

II.4.4 Involve the older person, their family and caregivers as members of the interprofessional care team in planning and service decisions.

II.4.5 Provide the following groups information and education in order to build a collaborative aging network:

• Key persons in the community (police officers, firefighters, mail carriers, local service providers and others)

• Aging workforce professionals and personnel (paid and unpaid; full-and part-time) in the field of aging.

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CATEGORYIII:ContextualCompetenciesAcrossFieldsofGerontology-Selective

DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

WELL-BEING, HEALTH AND MENTAL HEALTH

III.1 Promote older persons’

strengths and adaptations to maximize well-being, health and mental health.

III.1.1 Build relationships that are respectful, confidential and engage positive change.

III.1.2 Screen and provide referrals to evidence-based programs and interventions. • Health promotion, disease prevention,

assessment and treatment programs III.1.3 Counsel older persons about healthcare and social program

benefits. • For the U.S., this would include

Medicare, Medicaid, Veterans Services, Social Security, Older Americans Act, Adult Protective Services

III.1.4 Provide care coordination services for persons with:

• Complex health and mental health problems • Geriatric syndromes

III.1.5 Facilitate optimal person-environment interactions.

• Assist in change in lived environment III.1.6 Assist caregivers to identify, access and utilize

resources that support responsibilities and reduce caregiver burden: • Assistive devices • Technology • Professional services • Support groups and programs

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

SOCIAL HEALTH

III.2. Promote quality of life and positive social environment for older persons.

III.2.1 Support adaptation during life transitions including:

• Work and retirement • Family structure changes • Loss and bereavement • Relocation • Challenges due to disasters/trauma

III.2.2 Promote strong social networks for well-being. III.2.3 Recognize and educate about the multifaceted role of

social isolation in morbidity and mortality risk. III.2.4 Provide opportunities for intergenerational exchange and contribution. III.2.5 Provide strategies for strengthening informal supports. III.2.6 Support the healthy sex life and need for intimacy of

older persons of all sexual orientations including: • Privacy in group living • Sexual health information • Accommodation

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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

PROGRAM/SERVICE DEVELOPMENT

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

III.3.1 Work collaboratively with older persons, local government and com- munity organizations to advocate building age-friendly communities, including: • Housing • Design techniques in public space and home

environments • Neighborhood safety • Transportation • Physical and social environments that benefit older

persons III.3.2 Construct and evaluate programs for older persons that

promote inter- generational relationships. III.3.3 Design and evaluate leisure and recreational activities

which enhance meaning and quality of late life. III.3.4 Encourage older persons to actively participate in the

responsibilities of citizenship including: • Volunteerism • Intergenerational contributions • Identification of public issues and contributions to

their solutions. III.3.5 Counsel individuals to utilize available services that promote

well-being and quality of life. III.3.6 Consider the role of spirituality and

religious needs and preferences when: • Designing, delivering or • Supporting gerontology programs and services in

both secular and faith-based organizations. III.3.7 Develop and implement programs and services for

older persons in collaboration with communities that are founded in: • Research • Policies • Procedures • Management principles • Documentation and • Sound fiscal practice

EDUCATION

III.4. Encourage older persons to engage in life- long learning opportunities.

III.4.1. Promote life-long learning opportunities across the life span to enhance personal development, social inclusion and quality of life.

ARTS AND HUMANITIES

III.5. Promote engagement of older people in the arts and humanities.

III.5.1. Create opportunities for people across the life span in the arts and humanities.

III.5.2 Develop and implement programs promoting creative expression by older persons.

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DOMAIN CORE COMPETENCY STATEMENT RECOMMENDED COMPETENCY CONTENT

BUSINESS & FINANCE

III.6 Address the roles of

older persons as workers and consumers in business and finance.

III.6.1 Provide information for employers, policymakers,

employees and the general public regarding: • The definitions of older workers • Age Discrimination and Employment Act • Demographics regarding person and older person

employment, retirement and current issues of full and part-time work before and after retirement

III.6.2 Provide information for employers,

policymakers, and employees regarding: • Age issues in management • Age and job performance • Physical and cognitive changes and • Effects on person-job fit

III.6.3 Provide research on the “Mature Market” (50+) regarding:

• Financial resources • Consumer choices and spending • Approaches to market research and advertising, and • Financial misconduct and fraud

POLIC Y

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.

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Case Study - Grading Rubric Include EB citations when appropriate

4 Exceeds

Expectation

3 Meets Expectation

2 Approaches Expectation

1 Below Expectation

Question #1 Total: /4

Defined Strength/goals Recommendations for care plan Question #2 Total: /4

Critical thinking/significance of Therapeutic goal

Connect to readings/class lecture -cite Question #3 Total: /4

Defined strength-based approach & challenges

Connect to reading/class lecture-cite Question #4 Total: /4

Evaluation of ideas/concepts. Connect to reading/actual experience/class lecture - cite

Professional Presentation Total: /4

Correct Grammar and Spelling Assignment directions followed (components addressed, rubric)

Citations correctly written/referenced (APA)

Assignment Turned in on Time Overall Total: /20 Comments:

Key: See Gerontology Writing Rubric at end of syllabus to determine what parameters are considered for 1,2.3.4 scores. Note the difference lies with the level of mastery of the topic, the depth of analysis of complex ideas (not superficial), and the clarity of thought (how easy to understand). Use of EB citations when appropriate.

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Reflective Journal - Grading Rubric Include EB citations when appropriate

4 Exceeds Expectation

3 Meets Expectation

2 Approaches Expectation

1 Below Expectation

Question #1 Total: /4

Goals for the scheduled visit Objective/description of the day Question #2 Total: /4

Critical thinking and an analysis of your experiences

Connect experience to readings/class lecture - cite

Question #3 Total: /4

What actions/techniques worked for you, will you try again,

What actions didn't go as planned, other ways to handle situations.

Question #4 Total: /4

Outline actions for next contact based on what you have learned

Evaluation of the goals you set, the achievements, disappointments learned during the service learning experience - cite

Professional Presentation Total: /4

Correct Grammar and Spelling Assignment directions followed (components addressed, rubric)

Citations correctly written/referenced (APA)

Assignment Turned in on Time Overall Total: /20 Comments:

Key: See Gerontology Writing Rubric at end of syllabus to determine what parameters are considered for 1,2.3.4 scores. Note the difference lies with the level of mastery of the topic, the depth of analysis of complex ideas (not superficial), and the clarity of thought (how easy to understand). Use of EB citations when appropriate.

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Service Learning Research Paper - Grading Rubric Include EB citations when appropriate

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Content & Coherence - Total: 40 points

1)Fluency, sequencing, & appropriateness of terms, concepts, practices, & coherence;

2)Good Use/Linking of terms, lacks fluency;

3)Minimal use of terms, insufficient context or explanation;

4) Little or no use of terms or incorrect use;

Interview, Schematic Model & Organization - Total: 30 points

1) Integrating/synthesizing concepts in original/innovative way, integrated concepts/practices, form good transitions, use of headings;

2) Clear presentation of concepts/practices; unclear transitions, statements, overview;

3) Limited use of concepts, does not demonstrate learning related to course; lacking organization, disorganized presentation;

Research & Content Analysis-Total 20 points

1) Clear statement, examples, logical authorities, evidentiary support, current class journal sources from interviews;

2) Clear steps leading to conclusion, logical sequence with authoritative sources (current);

3) Presentation of opinion/statement without logical support;

Resources, References, APA format-Total 10 points

1) No errors/excellent sentence structure/margins, indentation, headers, citation, & reference format APA style. No errors;

2) Errors in spelling, punctuation, capitalization, sentence structure carelessness, not APA format

3) Research based sources, recent journals, good citations, accessible references, 5+ sources minimum

Overall Total: 100 Points Comments:

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Oral Case Study Presentation - Grading Rubric

Exceeds Expectation

Meets Expectation

Approaches Expectation

Below Expectation

Content & Coherence - Total: 10 points

Purpose and Development Audience Engagement Summary & Clarity

Organization - Total: 10 points Presentation Overall Organization

Total: 20 points Comments:

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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

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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 aboutsocialphenomenafromasocialscienceperspective. 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

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Welcome to Gerontology - 103

Applied Care Management in Gerontological Practice

Syllabus and Class Outline

Fall Semester 2017

Sacramento State University

Nancy Schier Anzelmo MSG Faculty, Gerontology Department