The Portal of Geriatrics Online Education

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Where's the Fall Risk?

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Abstract: 

One in four older adults have a fall or fall-related injury every year. “Where’s the Fall Risk?” is an interactive educational game that allows learners to discuss falls prevention in the home environment and think of potential solutions. Learners will be in groups of 2-6 people and use the provided picture to circle the fall risk areas in the given amount of time. The teams will then present the total number of areas by room and propose solutions for each fall risk area. A point will be given for each circled area and solution. The discussion portion of the game provides learners the ability to identify and fix high fall risk areas in the home. 

 

Educational objectives: 
  1. Understand what aspects of the home environment are considered fall risks
  2. Think of creative solutions to fix these fall risk areas
  3. At the end of the game, be able to have an active discussion with patients regarding falls prevention in the home environment
Additional information/Special implementation requirements or guidelines: 
Materials:
The game is best played in a group setting with teams composed of about 2-6 people.
  • Diagram of the home environment (PowerPoint provided)
  • Pen/Marker to circle fall risk areas
  • Timer
  • White board to keep track of points
Instructions:
Please print the provided diagram of the home environment. Groups of 2-6 people with a minimum of 2 groups.
Identification Phase:
  1. Set timer for 2 minutes and provide groups with the home diagram
  2. Start timer and have groups circle areas in the home that are considered fall risks. Suggestion to groups: it is easier to go room by room
  3. Once time is up, set pens to the side.
Solution Phase:
  1. Set timer for 2 minutes and provide groups with a sheet of paper.
  2. Start timer and have groups discuss why they circled the area as a fall risk and think of a solution for the fall risk area (of note, groups may not use “get rid of the item” as a solution).
  3. Once time is up, set pens to the side.
Discussion Phase:
  1. On white board, create a grid with group names at the top and rooms on the side (“Outside”, “Living Room”, “Kitchen”, “Dining”, “Bedroom”, “Bathroom”)
    1. Depending on how much time you have, it may be faster to discuss some rooms together: Outside & Living Room, Kitchen & Dining, Bedroom & Bathroom
  2. Start the discussion by going from room to room. Each team will get 1 point if they can identify a fall risk area and provide a solution. Of note, this is a key opportunity to discuss and talk about these high fall risk areas. You may propose other solutions and open it up to discussion with other groups as well.
  3. The winning team has the most points at the end of the game. 
Date posted: 
Wed, 07/25/2018
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 05/26/2018
Contact Person/Corresponding Author:



Suggested Citation:
Where's the Fall Risk?. POGOe - Portal of Geriatrics Online Education; 2018 Available from: https://pogoe.org/taxonomy/term/255

Elder Care A Resource for Interprofessional Providers: Presbyphonia: The Aging Voice

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Abstract: 

Presbyphonia: The Aging Voice  is one of a continuing series of practical, evidence based, Provider Fact Sheets which summarize key geriatric topics and provide clinically useful assessments and interventions. Initially developed for remote, rural clinical sites, they are useful for students and health care professionals from many fields and across a very broad range of health care settings.

Educational objectives: 
  1. Explain what presbyphonia is and why it occurs
  2. Identify a diagnostic test used to confirm the diagnosis of presbyphonia
  3. Explain how presbyphonia is treated
Additional information/Special implementation requirements or guidelines: 

Subscribers to POGOe are free to reprint Elder Care on their own stationery or in other publications without obtaining specific permission, so long as:

  1. Content is not changed,
  2. No one is charged a fee to use or read the publication,
  3. Authors and their affiliated institutions are noted without change, and
  4. The reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatrics Workforce Enhancement Program”. 
Publications from, presentations from, and/or citations to this product: 

The Elder Care provider sheets are occasionally published in the Arizona Geriatrics Society Journal, which is published twice yearly.

Nelson, D. and Medina-Walpole, A. (2010, December), Elder care provider fact sheets. Journal of the American Geriatrics Society, 58(12), 2414-2415. Also available online.               

Date posted: 
Wed, 04/19/2017
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 04/19/2017
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care A Resource for Interprofessional Providers: Presbyphonia: The Aging Voice. POGOe - Portal of Geriatrics Online Education; 2017 Available from: https://pogoe.org/taxonomy/term/255

Medication Safety: A Key Ingredient to Your Health

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

'Medication Safety' is a training module designed to education older adults, caregivers, and healthcare students on key issues related to geriatric pharmacy. Topics include polypharmacy, over-the-counter products, health literacy and communication with healthcare providers. Training materials include a brochure and facilitator's manual.

Educational objectives: 

Participants will understand how age-related changes impact the effects of medications.

Participants will understand the dangers of adverse drug interactions.

Participants will be able to identify questions to ask a healthcare provider when new medications are prescribed.

Date posted: 
Tue, 10/18/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 10/18/2016
Contact Person/Corresponding Author:



Suggested Citation:
Medication Safety: A Key Ingredient to Your Health. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

Healthy Brain, Healthy Mind

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
999
Abstract: 

'Healthy Brain, Healthy Mind' (HBHM) is a five session educational course for patients and other older adults (ie, caregivers) that nonstigmattically addresses mental health. Now also translated into Spanish, HBHM  teaches participants twelve pathways to a healthy brain and mind (including healthy diet, sleep practices, remaining active, social engagement, self-advocacy, menaging emotions, continued learning, positive self-talk, gratitude, resilience, connecting with nature, and service to others) while discussing stress management and goal setting. Training materials include a facilitator's guide and participant workbook. This curriculum can also be used as a model for healthcare provider communication with older adults.

Educational objectives: 

After completion of this program, participants will be better able to understand stress management.

After completion of this this program, participants will understand the working relationship with physiological and mental health.

Date posted: 
Fri, 10/14/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 10/14/2016
Contact Person/Corresponding Author:



Suggested Citation:
Healthy Brain, Healthy Mind. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

Your Role in Dementia Detection and Treatment: An Interdisciplinary Approach

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Learning Resource Type: 
Role Map
Other Intended Learner Audiences: 
Any member of the patient team and patient family member
Other Sponsors: 
MaineHealth - Maine Medical Center
Product Information
Estimated time to complete: 
1
Abstract: 

This 30 minute "Concepts in Common" video synthesizes the key aspects of dementia from an interdisciplinary approach. All team members, including the patient and family, need to have a common understanding of key terms and each's role from a common framework.  Communicating using SBAR (Situation, Background, Assessment, Request/Recommendation)  is essential and clarified with a "Role Map."

Educational objectives: 

- Define and understand dementia and its significance in patient care

- Learn how to administer and interpret the Mini-Cog

- Define your role on an interdisciplinary team in caring for patients with dementia

- Learn how to communicate effectively about dementia using SBAR

 

Date posted: 
Mon, 10/17/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/17/2016
Contact Person/Corresponding Author:



Suggested Citation:
Your Role in Dementia Detection and Treatment: An Interdisciplinary Approach. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

Your Role After a Fall: Assessment and Communication - An Interdisciplinary Approach

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Sponsors: 
MaineHealth
Maine Medical Center
Product Information
Estimated time to complete: 
1
Abstract: 

This educational module is intended for an interdisciplinary audience of staff who work with older patients in hospitals or long term care facilities.  The emphasis is on the importance of an interdisciplinary approach to care of the older patient and ensuring each team member understands his or her own role in communicating once a fall has taken place. Providers, nurses, C.N.A.s, social workers, rehabilitation therapists, housekeeping, transport, and any other person who comes into contact with an older patient is considered part of the interdisciplinary team.  All team members understanding common concepts and a shared model on how to communicate (use of SBAR) promotes better care of the patient who has fallen.  The 30 minute video is clear and concise. 

Educational objectives: 

- Understand the signficance of falls and their consequences in acute patient care

- Learn the role specific post-fall assessment techniques

- Define your role on an interdisciplinary team in caring for patients after a fall

- Learn how to communicate effectively about falls using "SBAR" (Situaion, Background, Assessment,        Request/Recommendation)

Date posted: 
Mon, 10/17/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/17/2016
Contact Person/Corresponding Author:



Suggested Citation:
Your Role After a Fall: Assessment and Communication - An Interdisciplinary Approach. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

Interprofessional Geriatric Education and Training in Texas: Elder Mistreatment

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

Although estimates vary, it is generally believed that 11% of the elderly are abused. According to the National Incidence Study on Elder Abuse, approximately 450,000 elderly experienced abuse each year. If self-neglect is included, the number increases to 551,000. Elder mistreatment is too large of a problem for any one person or one discipline to resolve. Incorporating the expertise of all the members of the interprofessional healthcare team is critical to determine the facts in the situation and the motives of the people involved. Healthcare providers can only see what is presented in the clinical setting. There is so much of the story that may not be manifested in a routine exam and encounter. Having all team members knowledgeable about the sometimes subtle signs of elder mistreatment is helpful for eliciting information and devising a holistic intervention plan.

The University of North Texas Health Science Center (UNTSHC) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT) Program has developed an Elder Mistreatment module as part of the Interprofessional Communication Improvement Modules (ICIM) Elder Safety series. The ICIM Elder Safety modules were created in collaboration with the National Board of Osteopathic Medical Examiners (NBOME) and are supported, in part, by a grant from the Donald W. Reynolds Foundation. The goal of the Elder Safety ICIMs is to provide innovative and sustainable programs to improve the ability of physicians to work with other health disciplines in teams to provide better care for geriatric patients. The care of older adults can be very complex and studies have shown that a team approach can be most effective in leading to quality outcomes.

 

Educational objectives: 

Upon completion of this activity, participants will be able to:

  • Define “elder mistreatment”
  • Describe the prevalence of elder mistreatment in the US
  • Define the multiple forms of elder mistreatment
  • Identify risk factors for elder mistreatment
  • List indicators of elder mistreatment
  • Prioritize the steps of elder mistreatment assessment
  • Determine the approach for including an elder mistreatment assessment in an IP team model of geriatric assessment
Publications from, presentations from, and/or citations to this product: 

Marquez Hall, S. (2016, May). Assessment Tool for Elder Safety on the Topics of Falls Risk and Elder Mistreatment. Presented at American Geriatrics Society Annual Scientific Meeting Education Product Showcase, Long Beach, CA.

Date posted: 
Wed, 10/05/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 10/05/2016
Product Viewing Instructions: 
Select your activities and add them to your cart. In the cart, click Proceed to Checkout. You will be prompted to create a new account or log in to your existing one. Once your account is created, you will be directed back to complete your registration.
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Geriatric Education and Training in Texas: Elder Mistreatment. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

Geriatric Interprofessional Teaching Clinic (GITC)

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Learning Resource Type: 
Clinic model
Other Intended Learner Audiences: 
Physical Therapy Students
Occupational Therapy Students
Dietetics Students
Social Work Students
Product Information
Estimated time to complete: 
1
Abstract: 
•Collaborative interprofessional practice and care are essential to the complex healthcare needs of a rapidly growing older adult population.
•Interprofessional collaboration (IPC) occurs when various health care practitioners, clients and/or caregivers work together to improve a client’s overall health.
•Teaching an IPC model continues to be a major gap in every health professionals’ education.
•To address this gap, the Geriatrics Interprofessional Teaching Clinic (GITC) at the University of Kansas Medical Center's Landon Center on Aging was created. It incorporates six professions: Students and faculty from  Physical Therapy, Medicine, Pharmacy, Social Welfare, Dietitics/Nutrition and Occupational Therapy.
•It is scheduled one half day a week with four patients scheduled on a "rolling" basis allowing for interprofessional teams of three to see patients in a staggered fashion. On average, each visit takes approximately 60-90 minutes.
•Logistically, students from 3 professions review the medical record together, discuss what they want to accomplish in the room, and how they will approach the patient encounter as a team. The students then see the patient and report back to the attending physician and other health professions faculty as a team. The assessment and plan for the patient is developed by the team.
•Team members are asked to define their roles by what the patient needs at that particular visit, starting with their own professional training and scope of practice, but then encouraged to allow themselves to participate in new ways. The interprofessional clinic faculty assist the learners by facilitating reflection on their clinical performance as individuals and as a team at the time of the clinic visit, incorporating their reflections into their next clinical encounter and through debriefing.
•To quantify interprofessional collaboration, evaluation tools are being piloted to assess for team dynamics, and surveys are sent out to each individual learner to assess for behavior and attitude changes. These are both done at the "beginning" and "end" of their GITC experience.
 
 
Educational objectives: 
•Create an interprofessional (IP) clinic involving multiple learners, emphasizing the national interprofessional competencies (values/ethics, roles/responsibilities, interprofessional communication and teams/teamwork).
•Train students in IP teams to evaluate their communication with the patient and with other team members following a patient encounter in GITC using a validated rubric. 
•Monitor changes in IP team behavior through individual learner evaluations.
Date posted: 
Mon, 10/10/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/10/2016
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Interprofessional Teaching Clinic (GITC). POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

IMPACT/INTERACT: Improving Care Transitions to Post Acute Care

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

This one hour video lecture with accompanying PowerPoint slides provides an overview of the Impact/Interact quality improvement study being conducted at Vanderbilt Medical Center. The target audience is Interdisciplinary Health Care Professionals.

 

Educational objectives: 

Upon completion of this material you will be able to:

  • Discuss quality improvement goals of IMPACT and INTERACT studies.
 
Date posted: 
Wed, 03/23/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 03/23/2016
Contact Person/Corresponding Author:



Suggested Citation:
IMPACT/INTERACT: Improving Care Transitions to Post Acute Care. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

Vascular Influences on Late-Life Depression

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

This one hour video lecture with accompanying PowerPoint slides provides an overview of vascular disease in late life depression. The target audience is Interdisciplinary Health Care Professionals.

Educational objectives: 

Upon completion of this material you will be able to:

  • Identify the relationship between vascular disease and late-life depression.
  • Identify theories on how vascular disease may contribute to depression.
Additional information/Special implementation requirements or guidelines: 

This material is from the Geriatrics and Gerontology Interest Groups (GGIG) of Vanderbilt University. 

Date posted: 
Mon, 03/21/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 03/21/2016
Contact Person/Corresponding Author:



Suggested Citation:
Vascular Influences on Late-Life Depression. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/255

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