C475 Care of Older Adult Study Guide, Western Governors University NURS C475
Nursing Care of Older Adults: Diagnoses, Outcomes, and Interventions by Meridean Maas, Kathleen C. Buckwalter, Marita G. Titler, Toni Tripp-Reimer, Mary D. Hardy, Janet P. Specht | All Chapters, Lates...
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STUDY GUIDE for C475 Care of Older Adult Objective Assessment
Exam questions are taken from the Learning Objectives under the 9 Competencies:
#1 Competency 742.1.1: Compassionate and Respectful Care of Older Adults
The graduate integrates principles of compassion and respect for patients and their families
into the planning and delivery of care to a diverse population of older adults and into advocacy
for vulnerable older adults.
This topic addresses the following learning objectives:
Recognize the impact of attitudes, values, and expectations about aging.
Describe how the RN’s personal beliefs and values may impact the care of older adults.
Articulate the concept of individualized care as the standard of practice with older
adults, considering the right care, at the right time, in the right place and by the right
provider of care.
Define Baby Boomers
Those born between 1946-1964; that are now reaching retirement age
What are the five racial groups listed in your text?
European Americans, African Americans, Hispanic Americans, Asian
Americans, and Native Americans
How would you perform discharge teaching to an Hispanic patient
Whittemore (2007) conducted a systematic review of the literature to
identify culturally competent interventions for Hispanic adults with type 2
diabetes. In reviewing 11 studies, Whittemore found that providing
educational sessions and written materials, in both English and Spanish;
employing bilingual Hispanic staff; including family members in an
informal atmosphere in health care encounters; incorporating cultural
traditions in interventions; developing culturally relevant program
literature; and providing fact sheets about risk and potential poor
outcomes of chronic conditions such as diabetes will increase the
effectiveness of interventions.
Apply effective and respectful communication strategies in the care of older adults and
their families.
List some of the changes of aging that could affect therapeutic communication
Physical: like aphasia (difficulty finding words, writing, expression),
dysarthria (difficult speaking)
Psychological: Dementia, Mental disease, schizophrenia, depression,
embarrassment (hearing loss, vision loss), English as a second language
, (cannot understand or relay message) , fear of being labeled as a
complainer
Eyes: Senile miosis, difficulty adjusting to bright lights, presbyopia
(accomodating near to far), decrease in acuity or depth perception, dry
eyes
Ears: conduction problems, tumors, infections, foreign objects, noise
pollution (hx playing in band), otoxic substances, freq, presbycuspis most
common **
Note the ways to communicate or assist a patient with disabilities such as
hearing deficits, vision impairments, or aphasia and dysarthria. How should you
address the older adult during therapeutic communication?
Disabilities in general: Slow down, allow time for reaction, set up
environment, gather supplies ahead of time, tell family members to
answer only when directed, introduce your name and role, eliminate
background noise (turn off tv if too loud), determine how the pt likes to
be addressed (never use honey or dear), extend your hand and shake and
smile, maintain eye contact, do not talk down, avoid crossing arms, do
not minimize their concerns
Hearing loss: Do not use a high pitch voice or shout, stand in front of
them, Sit at the side they hear best, Do not cover your face, Eliminate
background noise
Visual loss: Do not startle, position yourself, provide ample lighting, be
prepared if the patient states they see objects that you do not.
Language impairment: use short, uncomplicated sentences, maintain eye
contact, provide an environment low in distractions, observe facial cues,
paper and pen, do not correct what they say.
Know the abbreviations or acronyms, such as AAC. Know which hearing aids
cover the widest range of hearing loss. See the box on Types of Hearing Aids in
chapter 5. Both hearing aids and AAC will be mentioned again in Chapter 16.
-AAC ‘augmented and alternative communication’, is an integrated group
of components, including symbols, aids, strategies and techniques used by
individuals to enhance communication.
-BTE (behind the ear) is the most common and covers the widest range of
hearing loss assistive device.
Make sure you understand what patients could benefit from the use of the AAC.
Deaf, Dysarthria
Understand what things can occur to make it difficult to communicate
, Any barriers listed above, embarrassment, isolation, etc.
Which type of hearing aid covers the entire range of hearing loss? Behind the
ear, functions on battery, easy to use.
What factors in a diverse aging population affect communication?
Support individual health goals that range from healthy activities to simply achieving
comfort.
Illustrate compassionate and individualized care for older adults with chronic illness that
reduces symptom burden and seeks to preserve quality of life.
#2 Competency 742.1.2: Health Promotion/Maintenance and Living Environments of Older
Adults
The graduate evaluates the older adults' life world with special awareness of the diversity
among the health status of older adults, individualizing care according to the physical,
mental/cognitive, functional, and psycho-social well-being of an elder patient, along with
support systems in place. *You will notice that Competencies two through five overlap one another.
Some of the information for one topic may be found in another topic or another competency. Don’t become
frustrated. It will all come together.
This topic addresses the following learning objectives:
Identify functional and physical changes in the aging adult that would necessitate
changes to the living environment.
Identify cognitive, psychological, and social changes common to the aging adult that
would necessitate changes to the living environment.
Recognize steps to mitigate common physical safety issues.
Analyze the living environment of a given older adult with special awareness of the
functional, physical, cognitive, psychological, and social changes of aging.
What are the five A’s to tobacco cessation?
What are the Five R’s to tobacco cessation?
The 5 As
Ask about smoking status at each health care visit.
Advise client to quit smoking.
Assess client’s willingness to quit smoking at this time.
Assist client to quit using counseling and pharmacotherapy.
Arrange for follow-up within one week of scheduled quit date.
The 5 Rs
Relevance: Ask the client to think about why quitting may be personally
relevant for him or her.
Risks of smoking are identified by the client.
Rewards of quitting are identified by the client.
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