Hospital Care for Older Patients
University of Nebraska College of Medicine
The learner will gain important knowledge that is predictive of improved outcomes in care of elderly women in the hospital. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.
The learner will gain critical knowledge that improves outcomes in care of elderly when in the hospital. Module 1: Regarding hospitalized elders Upon completion the learner will be able to: 1) List the consequences of bed rest and hospitalization 2) Describe affect of hospitalization on oral intake 3) Describe two Systematic Interventions to improve hospital care for the elderly Module 2: Regarding hospitalized elders Upon completion the learner will be able to: 1) Describe the 11 key items to address when admitting an older adult 2) List the areas to address on daily work rounds for elderly inpatients 3) Describe the ways to assess prognosis for post-hospitalized elderly
Implementation environment was a blackboard distance-based learning as part of a Minifellowship in Geriatrics. 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems; however, using the Power Point system as we have, it can be adapted to many distance-based learning systems. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".