1
Gerontology - 103
Applied Care Management in
Gerontological Practice
Syllabus and Outline
California State University, Sacramento
School of Social Sciences and Interdisciplinary Studies
Gerontology Program
GERO 103- Applied Care Management in Gerontological Practice
Spring 2017, Thursdays 5:30 to 8:20 .p.m.
Instructors:
Deon Batchelder M.A.G., CMC, GCM
Office Phone: 916-216-7103
or
&
Nancy Schier Anzelmo M.S.G.
Office Phone: 916-708-4904
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.
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:
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 Program 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)
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 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: (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.), (2012) Handbook of geriatric care management. 3rd 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 (get 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). If in-class papers are unreadable, they will not receive credit.
CLASS REQUIREMENTS:
A. PARTICIPATION:
Each student is expected to attend class on a regular basis and to actively participate in class discussions and 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.
Evaluation Criteria
The following assignments need to be completed, will be evaluated by established objectives, and will determine the final grade:
Service Learning Hours 20 points
Service Learning Journals (3) 60 points (20/journal)
Research Paper-Service Learning 100 points
SacCt Case Studies (2) 40 points (20/study)
Quizzes/group projects 60 points
Group Global Research Project 80 points/student(50/paper&
30/Presentation
Mid-Term Exam 50 points
Final Examination 100 points
Attendance & Participation 60 points
Total: 570 points
University standards for course grades:
93-100 =A
90-92 =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 is 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 deduction per day. Un-cleared late assignments will not be graded.
** All papers must be typed and use APA format, including Title Page.
SERVICE LEARNING - ACTUAL CASE STUDY INTERVIEW
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.
Chateau at Capitol Avenue
2701 Capitol Ave., Sacramento, CA 95816
916-447-4444
· 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 learned, the recognition of important events or issues related to gerontology, and a relation to the student’s stated learning objectives.
1st Journal/Eco Map: History Section - 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 section: (Intake & Assessment) The following outline will assist you in writing your journal and to reflect upon your service learning experience:
1. Whom did you interview?
2. How old are they and were they ever married?
3. Culture/traditions
3. What level of education did they finish?
4. What was their occupation?
5. How long have they lived in Sacramento, how long have they lived at the retirement community? Do they have any family members living nearby/siblings: alive/deceased/?
6. What have been some of their more memorable experiences in growing older - hobbies/interests?
7. How do they like to spend their time on a daily basis?
8. What is their present informal and informal support network?
9. Why did they want to participate in the Service Learning project?
10. What are their main health concerns?
2nd Journal: Psychosocial & Functional Assessment Section
Psychosocial: Social support system, Spiritual, Ethnic, traditions, care giving; Functional Status: ADL& IADL; Sensory Losses; Physical Quality of Life; environmental; Based on gathered information - select an activity/project.
3rd Journal: Analyze & Prioritize Needs
Journal Entries Guidelines
1. A brief objective descriptive account of the day.
2. Your subjective account of the day related to critical thinking and an analysis of your experiences. (How does your experience relate to what you have learned in class and from the readings- cite)
3. Outline the actions for your next contact based upon what you have learned. What might you do differently & why - cite
4. Outline the actions or techniques that worked for you, and what you will try again - cite.
5. Evaluation of the goal you set for the day’s visit, the achievements or disappointments encountered during the service learning experience.
Complete three (3) reflective journal writings and post online on Sac CT by the assignment due date (20 points each). EACH JOURNAL 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.
RESEARCH PAPER - INTERVIEW WITH AN OLDER PERSON
Students will interview their assigned partner for a minimum of 10 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)
Use the following sections as 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 course textbooks may be used as a reference source when applicable.
· The format of the paper must be in the proper APA style.
· All references must be copied and included with the reference page. If the articles are not included with the paper, 10 points will be immediately deducted.
· Attach Grading Rubric Grade Sheet at end of research paper.
CASE STUDIES
Students are required to post an assigned case study reflection on Sac CT for course assigned case studies
Based on information write a short assessment and design an appropriate care plan based on client's needs. Post the case study on Sac CT, two days prior to the upcoming class. (20 points each)
1. Use the client’s strengths to assist in the process of designing a care plan for client. State two (2) goals, action(s)to remedy (connect client with a formal and informal support), and outcome ( i.e. goal is to decrease isolation). Cite the significance of the formal & informal support to the intended outcome.