The Portal of Geriatrics Online Education

RN

Delirium in Elderly Emergency Department (ED) Patients

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

What is delirium? What is the CAM? This case presentation teaches Residents how to identify which Emergency Department patients are at risk for delirium.

Educational objectives: 

Learn how to perform a CAM in the ED, and who to perform it on. By the end of the session, the Resident will be able to: 1) Understand the seriousness of delirium 2) Define delirium 3) Recognize the causes of delirium 4) Recognize the common ED presentations and high-risk patients 5) Be familiar with the CAM. Learn how to perform a CAM in the ED, and who to perform it on.

Additional information/Special implementation requirements or guidelines: 

Lecture, instruction, EM Resident small group The first 46 slides are facilitator guides and the following 24 are the actual presentation.

Date posted: 
Mon, 01/26/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 10/18/2009
Contact Person/Corresponding Author:



Suggested Citation:
and . Delirium in Elderly Emergency Department (ED) Patients. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/249

Interactive Performance Oriented Mobility Assessment (iPOMA)

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

Based on the falls risk assessment tool developed by M. Tinetti, this computer-based training module was created as a "reusable learning object". This tool has been used to assess fall risk in a wide variety of settings including outpatient, acute, home and long term care. The instrument has been modified over the years in order to measure usual function rather than standard function; the maneuvers included are based on the position changes and gait activities used during daily activity. Hence this particular instrument includes some maneuvers designed to measure the individual's function in the individual's most natural setting, his home, as opposed to the laboratory or the clinical setting.

 

Educational objectives: 

The learner will be able to:

  1. Describe the general characteristics, indications, validity, and reliability of the Performance Oriented Mobility Assessment.
  2. Describe the components of the balance and gait test.
  3. Determine when it is appropriate to perform the POMA on an individual.
  4. Advanced level: To administer and score the Performance Oriented Mobility Assessment safely and accurately.
Additional information/Special implementation requirements or guidelines: 

The inter-rater reliability for this instrument has been determined at around 83%. In a group of community dwelling elderly, the sensitivity and specificity was 70% and 52% respectively. This particular version has a greater number of maneuvers with a wider spectrum of difficulty in order to increase the sensitivity of the instrument. The maximum number of points that can be achieved is 35. The lower the score, the higher the fall risk, but there are no predetermined cut-off points. The score can be used as a baseline prior to implementing a therapeutic intervention for a particular individual. The maneuvers measured are likely to improve with a therapeutic intervention. The individual can be tested again at the end of the intervention to assess response to therapy. The POMA can be administered in 10-15 minutes.

Windows OS: Internet Explorer 6.0 and above, Netscape Navigator 7.0 and above

Macintosh OS: Mozilla 1.0 and above (which uses the same engine as Netscape) Flash 6.0 or higher CD ROM drive

For a shorter version of this product, view POGOe Product Interactive Gait and Balance Assessment.

Publications from, presentations from, and/or citations to this product: 

Phancao F, Katz A, Smith M, Rodriguez O, van Zuilen MH, Juan A, Paniagua M, McEntire A, Mintzer MJ, Ruiz JG. Blended Learning for Medical Students in the Performance-Oriented Mobility Assessment. Proceedings of the 58th Gerontological Society of America Annual Meeting, November 18-22, 2005, Orlando, FL.

Ruiz JG, Morel G, Phancao F, Smith M, Rodriguez O, McEntire A, Hernandez S, Juan A, van Zuilen MH, and Mintzer MJ. Interactive Performance Oriented Mobility Assessment {iPOMA} (CD-ROM program). GeriU, the Online Geriatrics University, Stein Gerontological Institute, 2004.

MedEd Portal

Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 08/07/2009
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , and . Interactive Performance Oriented Mobility Assessment (iPOMA). POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/249

Educational Resources on Aging

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

The Educational Resources on Aging (ERA) is a Brown University website developed by the Reynolds project team at Brown University. The site contains all our aging-related curriculum products for medical students, residents, and faculty. These include organ system syllabi, problem-based learning cases for students in clerkships, SIM center cases, aging-related lecture slide sets, aging-related exam questions, Doctoring course guidelines, and much more. The site also contains relevant website tools, research articles, and presentations relevant to education in aging, organized by topic. To access the products on the ERA website, click on the "Table of Contents" link located on the left-hand side menu at this website: https://www.brown.edu/research/projects/educational-resources-on-aging/home.

Educational objectives: 

The ERA repository is designed to provide access to comprehensive information on major geriatrics topics by educators and clinicians.

Additional information/Special implementation requirements or guidelines: 

Brown University operates under the "fair use" exemption to the U.S. copyright law. If you plan to use copyrighted materials in ways that go beyond fair use or applicable copyright law, you will need to get written permission from the copyright holder.

Product Viewing Instructions: 
Use the url to access the ERA website: https://www.brown.edu/research/projects/educational-resources-on-aging/home
Contact Person/Corresponding Author:



Suggested Citation:
and . Educational Resources on Aging. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/249

American Medical Association's Medical Management of the Home Care Patient

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

Keep better track of patients with the Medical Management of the Home Care Patient: Guidelines for Physicians, now in its third edition. This valuable resource is available through close collaboration of the American Medical Association and the American Academy of Home Care Physicians. It promotes home care as a coordinated effort among the patients, physicians, families and other health care professionals to maintain the home care patient's maximal level of comfort, function and health. With over 100,000 copies of previous editions distributed, the third edition contains the most current information on continuity of care, based on a decade of proven approaches.

Educational objectives: 

Learners should be able to learn how to manage their home care patients

Additional information/Special implementation requirements or guidelines: 

Over 10,000 editions have been distributed as of 2007 and used in medical school classes, private offices, and home health care agencies.


Specific topics in this product include:

  • The physician's role in home care
  • The physician-patient-caregiver relationship
  • Paying for home care: eligibility and coverage
  • Implementation and oversight of the home care plan
  • Choosing a home care agency
  • Case management: making use of community resources
  • Special populations
  • Home hospice care
  • Technology
  • Medical ethics
  • A patient's rights and responsibilities
  • Detection and treatment of abuse in home care
  • Rules and regulations

 

Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 08/07/2009
Contact Person/Corresponding Author:



Suggested Citation:
American Medical Association's Medical Management of the Home Care Patient. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/249

Non-Pharmacological Treatment of Demented Patients with Problematic Behaviors

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

Workshop on use of non-pharmacological intervention to care for patients with behavior problems due to dementia.

Educational objectives: 

Learners will be able to identify non-pharmacological techniques to manage difficult behaviors in patients with dementia.

Additional information/Special implementation requirements or guidelines: 

25 geropsychiatry and geriatric medicine fellows followed this in a lecture series.

Date posted: 
Mon, 01/07/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 05/08/2010
Contact Person/Corresponding Author:



Suggested Citation:
Non-Pharmacological Treatment of Demented Patients with Problematic Behaviors. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/249

Home Visit Assessments

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Abstract: 

This is a multimedia web site to prepare students to perform geriatric assessments in the home setting. A worksheet is provided to guide the student through the exercise. Videos (with audio only option) offer examples of a physician performing the assessment and two different patients' responses.

Educational objectives: 

Students will be able to:

  1. Demonstrate appropriate etiquette for interacting with an elderly person in his/her home.
  2. Take a history and perform a screening examination for dementia.
  3. Compile a medication list based upon observation.
  4. Describe services available to seniors in the high-rise setting.
  5. Perform a home-based assessment of safety.
  6. Perform an assessment of function, based upon both history and observation.
  7. Obtain information about a senior's life history, social interaction, and spiritual connections.
  8. Perform an assessment of a senior's health promotion behaviors.
Additional information/Special implementation requirements or guidelines: 

To take advantage of the viewing and listening files that are part of the orientation materials, you will need the following multimedia enabling software:

If you don't have the necessary software installed, you can download the applications free of charge. The good news is that if your computer/browser is of recent vintage (within the last 2-3 years), you probably have what you need to play the video and audio files contained in the orientation. Please note, you may adequately prepare for your home visit without accessing the multimedia files.

Date posted: 
Wed, 08/26/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 08/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
Home Visit Assessments. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/249

Pain Management and Palliative Care (Faculty Toolkit)

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

This DVD is designed as a "tool kit" for health professions faculty of multiple disciplines that can be downloaded or used for screen or web-based presentation. Modules are narrated and can be downloaded to an iPod. Five (5) modules include: Module I - Difficult Decisions at the End of Life; Module II - Pain Management in the Elderly; Module III - Palliative Care and the Role of Hospice; Module IV - The Final Hours: Symptom Management and the Dying Process; and Module V - The Final Hours: Acknowledging Cultural Diversity. Pre/post-test evaluations, citations/reference lists, sample test questions, and a case study that highlights the Interdisciplinary Approach to Pain Management in the Geriatric Patient, with accompanying questions and key discussion points, are also included.

Educational objectives: 

Provide health professions faculty with teaching "tools" on interdisciplinary, culturally sensitive approaches and therapeutic interventions in providing palliative care and pain management for the elderly.

At the end of Module I, Difficult Discussions at the End of Life, learners should be able to:

  • Know why the communication of bad news is important
  • Understand the 6-step protocol for delivering bad news
  • Discuss 3 different circumstances in which bad news is delivered


At the end of Module II, Pain Management in the Elderly, learners should be able to:

  • Recognize the prevalence of pain in the elderly
  • Be familiar with two pathophysiologic types of pain and common causes of each in the elderly
  • Understand the challenges to assessment of pain in the older patient
  • Be able to recommend pharmacologic treatment to older patients


At the end of Module III, Palliative Care and the Role of Hospice, learners should be able to:

  • Define Palliative Care
  • Distinguish Palliative Care from Hospice Care
  • Identify alternatives to aggressive care in patients with end stage medical conditions
  • Describe the role of the physician as a member of the interdisciplinary team in End of Life Care


At the end of Module IV, The Final Hours: Symptom Management and the Dying Process, learners should be able to:

  • Describe the pathophysiology of dying
  • Review the impact of personal, cultural, religious beliefs and rituals in the dying process
  • Discuss symptom management at the end of life
  • Assess and manage acute and initial grief reactions in families and caregivers
  • Discuss the tasks of grieving and role of the interdisciplinary team in providing support to families


At the end of Module V, The Final Hours: Acknowledging Cultural Diversity, learners should be able to:

  • Acknowledge the impact of personal beliefs, cultural and religious implications and rituals in the dying process
  • Define loss and understand the nature of loss
  • Discuss the role of the interdisciplinary team before, during and after loss
Additional information/Special implementation requirements or guidelines: 

Materials were used by medical school faculty and presented to more than 500 medical students, residents, dietitians, nurses, social workers, faculty of multiple disciplines, and health administrators from ambulatory, acute, and long term care settings. Learning occurred during Grand Rounds sessions, faculty development sessions, and in classroom lecture sessions. Grand Rounds were video-conferenced to multiple sites. The product is designed as a teaching "tool kit" for use by health professions faculty of multiple disciplines. It contains 5 modules on aspects of palliative care and pain management that are narrated PowerPoint presentations, each with lecture notes, pre/post-test evaluation tools, and sample test questions. An interdisciplinary case study on pain management in the geriatric patient, with questions and key discussion points is included. The materials can be used on the web, viewed on the computer or narrative versions of the PowerPoint presentations downloaded to iPod. Each module can be used individually, for self-guided instruction, if the faculty member makes them available to learners. An extensive list of resources and web links is provided.

Date posted: 
Mon, 11/12/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
, and . Pain Management and Palliative Care (Faculty Toolkit). POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/249

Caregiver Self-Assessment

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

Used as a quick assessment tool for caregivers who are waiting in hospitals or physician offices; used by physicians to prompt the conversation regarding caregiver health.

Educational objectives: 

Allows caregivers to assess whether or not they are experiencing a high degree of distress.

Additional information/Special implementation requirements or guidelines: 

Implemented in a physician's office or the caregiver's home.

Date posted: 
Fri, 01/01/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 07/20/2010
Contact Person/Corresponding Author:



Suggested Citation:
Caregiver Self-Assessment. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/249

Unintentional Weight Loss in the Elderly

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

Upon completion of this unit, the learner will be able to describe the etiologies, evaluation and management of unintentional weight loss in the elderly. 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.

Educational objectives: 

Upon completion the learner will will be able to list and describe the etiologies, evaluation and management of unintentional weight loss in the elderly. The learner will be able to: -Identify indications for evaluation of weight loss -List age related changes that influence appetite -List the risk and benefits of appetite stimulants -Describe the evaluation of unintentional weight loss.

Additional information/Special implementation requirements or guidelines: 

Eighteen Practicing NPs, Physicians, Pharmacists, PAs have completed this product in Blackboard distance-based learning as part of a Minifellowship in Geriatrics. Implementation: 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".

Date posted: 
Tue, 10/30/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Unintentional Weight Loss in the Elderly. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/249

Geriatric Practice Improvement, or Things I Wish Someone Would Have Told Me When I Started

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

Upon completion of these modules, the learner will gain novel and necessary information to establish an efficient and effective geriatric practice or to improve their present geriatric practice. The focus of the modules includes improvements in office efficiency, cost effectiveness, geriatric billing and coding, and innovations in practice. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Module One Upon completion, the learner will be able to describe and implement an effective and efficient system and process to care for complex elders in office-based practice through use of: 1) Pre-evaluation questionnaires 2) Delegation of tasks 3) Office processes Module Two Upon completion, the learner will be able to: 1) Describe appropriate billing and coding used in geriatric care 2) List and utilize underused CPT codes 3) Describe criteria to select appropriate category and level of code for service Module Three Upon completion the learner will be able to: 1) List the key elements of a successful practice caring for the elderly 2) Describe successful, innovative, nontraditional geriatric practice types 3) List the pros, cons, and caveats of contracting your services 4) Describe the process of performing an analysis of a practice site

Additional information/Special implementation requirements or guidelines: 

Eighteen practicing NPs, physicians, pharmacists, and PAs have completed this product as Blackboard distance-based learning as part of a minifellowship in Geriatrics. Implementation: 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 that the learner also have the ability to read the lecture notes. Benefits and practical tips: 1) 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. 2) For use in distance learning: our feedback is that the 15-20 minute segments are popular, 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".

Date posted: 
Mon, 01/26/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Practice Improvement, or Things I Wish Someone Would Have Told Me When I Started. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/249

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