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Related Concept Videos

Planning Nursing Care I01:21

Planning Nursing Care I

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The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
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Planning Nursing Care II01:29

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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Drug Dosing: Geriatric Patients01:15

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Elderly individuals encompass a diverse population with varying degrees of age-related physiological changes. Defining the elderly presents challenges, as the geriatric population is often arbitrarily categorized as individuals older than 65. However, many individuals in this group lead active and healthy lives, with an increasing number surpassing 85 years and falling into the older elderly category. Physiological changes associated with aging impact performance capacity and homeostatic...
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Pharmacodynamics in Geriatric Patients: Effects of Age01:27

Pharmacodynamics in Geriatric Patients: Effects of Age

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Age-related pharmacokinetic changes are extensively documented, but understanding age-related pharmacodynamic alterations is relatively limited. This knowledge gap can be partly attributed to the complexity of developing appropriate measures of drug responses compared to bioanalytical methods for determining drug concentrations.Most information regarding age-related differences in human pharmacodynamics originates from cross-sectional studies. However, these studies assume that observed mean...
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Pharmacokinetics in Geriatric Patients: Effect of Age on Drug Absorption01:22

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As individuals age, their body's physiology evolves, affecting drug pharmacokinetics. The most apparent changes occur in the gastrointestinal tract, where an increase in gastric pH, a delay in gastric emptying, and a reduction in gastrointestinal motility are observed. Remarkably, these changes do not substantially modify the absorption of orally administered drugs, particularly those absorbed via passive diffusion.Transdermal drug delivery emerges as a highly viable method for older adults due...
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Development of a course for final year physical therapy students.

The Australian journal of physiotherapy·2014
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Planning instruction in gerontology.

D Thomas-Edding

    The Australian Journal of Physiotherapy
    |July 16, 2014
    PubMed
    Summary

    Gerontology education for healthcare professionals emphasizes essential skills like client support, problem evaluation, and independence promotion. Graduates prioritize communication and collaboration over direct physical tasks when caring for the aged.

    Area of Science:

    • Gerontology
    • Allied Health Sciences
    • Healthcare Education

    Background:

    • The gerontology course in the Physical and Occupational Therapy Programme at McGill University was evaluated.
    • The curriculum's alignment with essential knowledge for professionals working with the aged was assessed.
    • Graduate perspectives on practical application of gerontology training were gathered.

    Purpose of the Study:

    • To scrutinize the gerontology course content and its relevance to the needs of professionals caring for the aged.
    • To compare researcher-identified necessary knowledge with graduate self-reported practices.
    • To propose an improved model for multidisciplinary services in aged care.

    Main Methods:

    • A qualitative review of researcher-identified knowledge for professionals tending the aged.

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  • A quantitative questionnaire administered to program graduates working with the aged.
  • Analysis of graduate task prioritization and perceived skill importance.

    • Main Results:

    • Essential professional skills include supporting the aged and families, problem evaluation, promoting independence, and avoiding stereotypes.
    • Graduates reported spending the most time on listening and talking with clients, followed by team consultation, and then physiotherapy tasks.
    • A need for enhanced multidisciplinary service approaches was identified.

    Conclusions:

    • The gerontology curriculum should integrate essential communication and support skills alongside clinical tasks.
    • Graduate experiences highlight the importance of interpersonal and collaborative skills in aged care.
    • A refined multidisciplinary service model can improve the quality and accessibility of care for the aged.