GNUR 500 Introduction to Gerontological Nursing will detail the unique roles and functions of geriatric nursing by exploring historical underpinnings, societal needs, and current issues. Canadian and international standards for gerontological care will be examined and woven throughout course content. A conceptual model for nursing acutely ill, chronically ill or frail elders will provide a ground work for use of best practice assessment tools and critical analysis. Communication skills for optimal teamwork will enhance the nurse's interaction with elders, family members and other caregivers.
Prerequisites: None
Corequisite: None
Crosslisted: None
Accessibility Services Notice
Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.Course Details| Total number of weeks | 15 |
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| Total Credits | 3.00 |
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| Total Hours | 45 |
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Typical hours per week breakdown| Lecture | 3 |
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Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- discuss the prominent theories of aging;
- identify and apply the Miller’s (2015) Wellness Model to specific client cases paying attention to age related changes, disease related risk factors, medication and treatment related risk factors, and other risks that increase the potential for negative functional consequences.
- identify and apply the CGNA Gerontological Nursing Standards to work with older adults.
- understand and apply strategies to minimize the onset and consequences associated with Failure-to-Thrive and frailty.
- identify common geriatric syndromes and their contributing factors using the Iceberg model.
- apply geriatric assessment tools (e.g. ConsultGeri) to specific clinical cases.
- locate various web-based clinical resources for work with the geriatric population.
- develop care plans that address all contributing factors (age related, disease related, treatment related, life-style choice related and determinants of health related) that lead to negative functional consequences in older adults (i.e. comprehensive care planning that addresses root causes of events/illness).
- identify appropriate client-based health promotion teaching strategies when working with older adults with varying degrees of functional and/or cognitive decline.
- understand what Trauma Informed Care is and how it influences health in all domains of wellness in later life.
Grading Table
| Percentage |
Letter Grade |
GPA |
| 90-100 |
A+ |
4.33 |
| 85-89 |
A |
4.00 |
| 80-84 |
A- |
3.67 |
| 76-79 |
B+ |
3.33 |
| 72-75 |
B |
3.00 |
| 68-71 |
B- |
2.67 |
| 64-67 |
C+ |
2.33 |
| 60-63 |
C |
2.00 |
| 55-59 |
C- |
1.67 |
| 50-54 |
P |
1.00 |
| 0-49 |
F |
0.00 |
| |
DNW |
0.00 |
See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.
Disclaimer
Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.